再谈词汇学习策略与课堂教学     

赵茹 《怀化学院学报》2007,26(11):138-140

基于第一阶段词汇学习策略培训与课堂教学的有效结合,本文主要讨论了情感策略培训和元认知策略培训。在第二阶段作者设计了系列问卷检测课堂词汇学习策略培训效果,以便培养学生自主学习词汇的能力,进一步为词汇教学提供有益的帮助。  相似文献   

自闭症谱系障碍儿童早期脑结构发育异常及其神经机制     

王琳  王志丹  王畅 《中国特殊教育》2020,(3):55-61

自闭症谱系障碍是儿童发育早期出现的一种神经发展性疾病。近年来,基于婴幼儿同胞研究范式的脑神经科学研究发现,自闭症儿童发育早期会出现皮层表面积加速增大、脑脊液异常增加和脑白质结构异常,这些发现有助于追踪自闭症儿童大脑和核心行为症状的发育轨迹,预测自闭症早期的发生和后期的发展趋势。本文对自闭症儿童早期脑结构发育异常及其神经机制的研究进行了系统梳理,以期深入理解自闭症的发病机制,助益于自闭症的早期筛查、靶向干预和有效康复。  相似文献   

解决会计信息失真对策的探讨     

胡剑安 《郧阳师范高等专科学校学报》2004,24(1):97-101

我国的会计信息失真现象及所造成的后果是十分严重的。分析会计信息失真的理论成因和实践成因,提出解决会计信息失真的对策:首先,从经济体制方面着手,改革和创新企业产权制度是解决会计信息失真的根本所在;其次,从改革会计管理体制上入手,有效地解决会计信息失真问题;第三,完善法律、法规,创造良好的法制环境是解决会计信息失真的可靠保障;第四,强化对经营者的监督,从源头治理会计信息失真;第五,对企业经营者进行有效的管理。  相似文献   

归国留学生与20世纪前期华资企业的转型     

陈明锋 《五邑大学学报(社会科学版)》2007,9(2):49-52

作为知识精英的留学生群体始终与中国近代社会转型进程联系密切，凡是经济社会发展问题都会涉及到留学生群。归国留学生群体，成为20世纪前期华资企业经济结构合理化、人才素质专业化、科学技术现代化、经营管理科学化转型的推动者与奠基者。  相似文献   

Parental expectation of early childhood education: comparison between China, Japan, and Korea     

Aibao Zhou  Xiaofeng Ma  Aoyagi Hajime 《Frontiers of Education in China》2007,2(1):140-147

This study investigates 727 parents from China, Japan, and Korea by a self-devised scale and compares the differences in their expectation of early childhood education in cross-cultural backgrounds. The result shows that parents from the three countries have a positive attitude toward their children's development. The main effect of nations on such factors as individual development, close attention to diet, willpower training, moral judgment, and emotional exchange with adults is significant, while the two-way interaction between nations and child gender, nations and child age, and the three-way interaction between nations, child gender, and child age are not significant. Translated from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preschool Education), 2006, (4): 60–62  相似文献   

大学英语听力障碍及训练策略     

坎曼丽·麦麦提  冯心如 《新疆职业大学学报》2008,16(1):52-53

大学英语听力障碍主要有：语言障碍,文化障碍,心理障碍。本文从学生的听力障碍着手,对如何提高学生英语听力进行了分析与研究。在教师教学方面,提出了几点对策：克服焦虑情绪,强化语音训练,培养学生的预测能力,培养学生基本的语言技能。  相似文献   

‘Brown Paper Packages’? A Sociocultural Perspective on Young Children's Ideas in Science     

Jill Robbins 《Research in Science Education》2005,35(2-3):151-172

How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article.  相似文献   

秦汉蜀晋南朝的治边方略与云南通道开发   总被引：1，自引：0，他引：1  

方铁 《云南师范大学学报(哲学社会科学版)》2007,39(6):49-54

秦至南朝的800余年,是云南早期历史发展的关键时期。这一时期云南地区的主要通道先后开通,并经历了兴衰变化的过程。秦汉蜀晋南朝诸朝的治边方略,对云南通道的开发产生重要影响。本文收集相关的零散资料,阐述秦汉蜀晋南朝时期云南通道开发的情形,并分析秦汉蜀晋南朝的治边方略与云南通道开发的关系。  相似文献   

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation     

Margaret E. Ross  Samuel B. Green  Jill D. Salisbury-Glennon  Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement     

Soi-kei Mak  Kwok-cheung Cheung  Kaycheng Soh  Pou-seong Sit  Man-kai Ieong 《教育心理学》2017,37(10):1206-1221

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this study to examine the underlying student- and across-level mechanisms to explain gender differences in reading performance of Macao students. Drawing data from Programme for International Student Assessment (PISA) 2009 Study, the mediation effects of gender and the school’s gender composition on reading performance are analysed. Two findings are of both theoretical and pedagogical interests. Firstly, the three facets of reading engagement from the nurture perspective explain substantially the within-school gender gap. Secondly, in coeducation context where students read happily and skilfully, there are gender-specific peer influences across-level onto student reading performance. Implications for gender-inclusive reading instruction programmes are discussed.  相似文献